교육행정직 공무원의 내부강사 활동 경험 연구 = A Study on the Experience of Internal Instructor Activities of Education Administrative Officials

다국어 초록 (Multilingual Abstract)

A Study on the Experience of Internal Instructor Activities
of Education Administrative Officials** A thesis submitted to the Council of the Graduate School of Kyungpook National University in partial fulfillment of the requirements for the degree of Ph.D in
Education administrative officials are important resources of human resource management policies and important subjects of educational administration study as they are one of the pillars of education that performs various support functions to increase effectiveness of education in the educational field of schools. Nevertheless, research in the field of educational administration is not active, and most of the research on education administrative officials is being done in quantitative research method, so the reality of academia is that there is a lack of in-depth understanding of them. This study was conducted using narrative inquiry, one of the qualitative research methods, to understand the experience of education administrative officials who exist to support teaching-learning activities working as internal instructors. The following research puzzles were constructed to explore what kind of power led education administrative officials who work as internal instructors to share their knowledge with others while performing their original task of supporting educational activities became internal instructors in the course of their life, what kind of power is to sustain it, what kind of experience they become to, what the meaning is of the experience, and where the experience leads them to.

1. What kind of experiences have been piled up in the life of education administrative officials who work as internal instructors?
2. What kind of experience do education administrative officials who work as internal instructors go through?
3. How is the meaning of the experience of internal instructor activities of education administrative officials?

Four internal instructors were selected to conduct the study, and from August 28 to October 20, 2023, three to six interview conversations and two to three hours of participatory observation were conducted for each research participant. Through interview conversations, 38 hours and 28 minutes of field texts were collected, and these were composed of study texts using narrative inquiry research method. Since narrative inquiry requires looking at the experience within the overall context, I tried to understand the lives of research participants in a larger context through the process of listening and reading the transcribed database several times instead of an analytical method. After reaching the understanding of the overall context of research participants' lives, I composed four themes for each research participants; stories of living, educational administration, lecture, and tomorrow, and did ‘narrative accounts’ organizing stories with the plot about how the research participants' experiences changed.

[Lee Deok-moo] Lee Deok-moo, who the more studies the more wants to know, is a person who lives in the heaven of curiosity such as spring water that never dry up. After becoming an education administrative official, developing it into intellectual curiosity, he is performing his work creatively, while serving as the lighthouse for junior officials through various research activities and is an educational administrator who lives a life of researching his organization to advance in a better direction. Lee Deok-moo, who started working as a local instructor in the office administration system at an accidental opportunity, is a person who takes lecture sincerely enough to do user education after studying the system and manual as if studying for an examination. Lee Deok-moo, who believes that he needs much more comprehensive knowledge than what he lectures, is a customized instructor who creates lecture plans with stories gathering various materials to find the core of the subject when he is requested to lecture and lectures it from the perspective of a trainee. although reads others' countenances every time he goes to lecture, Lee Deok-moo, who lectures with the pleasure of adding a spoon of rice to colleagues and juniors, believes that lecturing builds more work knowledge and nourishes his life. Lee Deok-moo, who has the "desire" of promotion but pursues "small but certain happiness," is an explorer looking for his own content to continue to enjoy the pleasure of giving a lecture.

[Edison] Edison, who realized the importance of reading books after has suffered from studying difficulty, is a person of present progressive form who has been fulfilling 'reading a thousand books' and trying to live wholly every moment of her life. Although she did not meet any respectable senior in her new officials years, she is giving love to junior officials with the determination that "I wouldn't do that," and is a happy educational administrator who finds reward by actively supporting school work with the mind that it is the work of all members. Edison, who has a short lecturing career but has been lecturing in various fields for various professions, is a "trend" in the field of duty lectures. She, who is thinking that it is the good lecture of duty to systematically explain the knowledge wants to convey by linking it with related statute, is working and studying with more active attitude and then making it the lecture material to give lectures necessary for the tasks that trainees actually perform. Edison, who learns while preparing lectures but also learns through questions and pointing out from trainees, believes that she is strengthened by proud and self-esteem that comes from helping others through lectures, and is an instructor being renewed every day. Edison, who is convinced that she is on the right path and even has a dream to write good articles, is a practitioner who is consistent with her words and her actions in work, lectures and personal life all.

[Teresa] Like a pearl shell that hugs foreign substances from the outside and turns them into pearls, Teresa is a person who sublimates her pain into love for others. She prefers working at the office of education to school because experience of her new officials years was so severe, but she is a perfection-pursuing educational administrator who does her work meticulously even returning her weekends once she undertakes whatever, but always opens her ears and shares her heart to help her colleagues and juniors. Teresa, who enjoys the sense of pride and accomplishment that comes from helping her colleagues and juniors, feels "alive" through the euphoria of making lecture plans while reducing her early morning sleep. Teresa, who thinks that a lecture that points to the core while conveying knowledge to understand the overall flow is a good lecture, is a tweezers instructor who clearly imprints the contents of the lecture she created in the mind of the trainees. In order to give such a good lecture, Teresa spends long time on searching for materials and always agonizes to scratch the trainee's itch while asking what juniors are struggling with. Even if it is not recognized as work hours, for Teresa, the lecture is work of becoming the intact main agent by herself and becomes an engine to develop the energy of life. Teresa, who lives with her heart open to the world to be a good senior at educational administration and to live as a good adult in the world, is a right person.

[Don Quixote] Although there is pain of his childhood, Don Quixote, who enjoys being looked at and cheered by others, is a happy 'attention seeker'. Although suffered a lot from people in his official's life, Don Quixote is a warm administrator who seeks ways to actually help teachers, executes budgets, and helps new officials improve their practical work ability through various activities such as Community of Practices. Don Quixote, who started the lecture from consulting about his assigned work, thinks that the lecture which helps trainees perform their work and is added with fun elements to increase their immersion is the good lecture. Don Quixote is all interesting to find materials, make lecture plans, and put background music with his willingness to help trainees. Don Quixote, who gives lectures with such joy, is not only an instructor who entertains the trainees, but also an instructor who is pleased himself. Even if going to lecture is not original task, for Don Quixote, the lecture has become healing agent that restores self-esteem and allows him to see the world more positively. Don Quixote, who has modest dreams as an individual human being but has ambitions as an education administrative official, will be a healer who comforts the hearts of many with the authority to be given to him.

The meaning of the experience of internal instructor activities dipped up from these narratives of research participants is as follows.

[Topic 1. Is there a flower that blooms without wavering] For participants in this study, there were hidden several pieces of pain that could not be easily revealed, such as the pain of growing up, the confusion of new officials years, and the conflict with their seniors. But without being frustrated by them, they were training themselves and conveying love to the world. In addition, there were moments of embarrassment when they faced at the lecture site, but they were not buried in it and enjoying the joy and fun of helping others through constant effort and practice. The reason why they are beautiful now is because they do not give in to the pain and have willing to go beyond it and lead in the better way. Thus they were wavering by numerous winds and blossoming their own flowers as individual human beings, education administrative officials, and internal instructors.

[Topic 2. Finding my rewarding by myself in a dualized organization] Schools that exist for student education are commonly called dualized organizations. Administrative officials in an organization called the school, which has very few of education administrative officials between a large number of teachers and a large number of school non-regular workers, should be satisfied with the role of supporters rather than taking a leading role in the overall operation of the school. However, the participants of this study knew that they become the existence that does much to help the school when they work with an attitude to help members of organization and students. As education administrative officials, they were looking for the rewarding within a dual organization by voluntarily performing their role as administrators to support educational activities as well as the attitude of public officials who were volunteers to the people.

[Topic 3. I wouldn't do so] If there's someone outstanding around you, humans grow when you try to catch up with. Unfortunately, in the early days of their new officials years, there was no senior to catch up with, but when they saw a senior who did not, they determined 'I wouldn't do so'. As such, they were not only helping constituent individuals grow by playing the role of exemplary seniors who helped their juniors but also contributing to the development of the organization. Participants in this study met a model of instructor to catch up with by completing education and training provided by the training institute, but were learning another lesson by seeing instructors who were not rather than instructors who were excellent models. Participants in the study became good seniors of their juniors by reflecting on seeing bad models.

[Topic 4. Lecture of duty is sharing hard-studied knowledge] The early days of new officials years of the research participants were so harsh that they had to face the embarrassing situation in which they could not properly handle the work that was facing them. They studied on their own to overcome difficulty and predicament, and by doing so they could improve their work ability. For providing practical help to trainees, Internal instructors who conduct lectures were searching for material, agonizing and planning, expending a lot of time on studying and were struggling to convey such hard-won work knowledge to colleagues and juniors. To the research participants, lecture of duty was sharing hard-studied knowledge.

[Topic 5. Growing together by practices to help others] Three of the four internal instructors who participated in this study started the life of education administrative official as 'Lonely chiefs of the administrative office', and the other one who did not was also faced with difficulties as she had to take on many tasks at a large-scale school. Humans are animals of oblivion, so they often forget the pain of their own difficulties. But participants of this study didn't forget the pain and were helping by way of distributing work knowledge to colleagues and juniors who feel difficulty. They were strengthening their work knowledge by studying more to fill their shortcomings while preparing for the lecture. It may be said that there are the reason and the meaning of working as internal instructors that teaching and learning, they promote their own growth and the growth of others together. Education administrative officials working as internal instructors were growing up with them by helping their colleagues in need.

[Topic 6. Develop the power of life by enjoying tireless work] Above all, participants of this study were enjoying the lecture itself. For them, writing manuscripts all night, lecturing at the training institute, and answering questions from trainees were all pleasure. Dreaming of the world that everyone goes well together, they were enjoying helping others and also feeling happy through positive feedback. It is a great pleasure to study and get to know on their own, but in education administrative officials' working as internal instructors, there were the delight of helping along with the pleasure of learning. Lectures were becoming the positive power to enrich the lives of the research participants, so lectures were pleasant work for them that are tireless no matter how much they did. As such, they were developing their power of life with that pleasure.

[Topic 7. Work but work that is not work, lecture] It is education administrative officials' original work that performing tasks assigned by schools or institutions. In the organization to which they belong, however, their internal instructor activities were not being respected as work. Rather than the difficulty of spending a lot of time preparing for the lecture, skeptisism of seeing the trainee doing something else without focusing on their own lecture, and difficulty experienced when dealing with a principal who is insisting that the regulations are wrong and ignores the professionalism of the administrative official, they were struggling more with the uncomfortable eyes of those around them unknowingly felt when they went out for the lecture. The internal instructor activity of education administrative officials was ‘work unrecognized as one of task’, ‘work unrecognized as work’, and ‘work but work that is not work’.

[Topic 8. Forever Non-Expert] To become an expert, one must work in one field for a long time and have considerable knowledge and experience of that field, but education administrative officials could not become experts of one field because they performed so diverse and heterogeneous tasks. Likewise, not assigned lectures of only one area to them who work as internal instructors, and there was a problem that they had no idea when, what time, and what kind of lectures they would give. In addition, by not disclosing the results of the instructor evaluation, no reflux about themselves was made, and above all, the management of internal instructors was neither professional nor systematic. They are internal instructors who aren't able to know when, what they will do. They aren't able to know neither whether they did well or not nor whether they could do or not. So they are bound to remain non-experts forever.

[Topic 9. For whom does the bell ring?] The purpose of the education and training program conducted by the training institutes is to improve work ability or strengthen the capabilities of officials, but most of the actual operations were remained in basic-level of grades 8-9. Since the training course is not differentiated and is aimed at all positions, relatively higher administrative positions do not have appropriate courses, so even basic-level lectures should be taken to fill always-learning time. Besides, because the course was taken for that purpose, there were cases that they performed their tasks without listening to lectures while accessing an interactive remote system. In addition, even though it was the same course, training hours were sometimes allocated differently depending on the training period, and in education for new officials predestinators of appointment, subjects to be organized as specialized courses were organized as common courses, which in some cases undermined the training atmosphere. There's no choice but to ask the question, ‘What does the curriculum run by training institute of the Office of Education exist for?’

After deriving the meaning of the experience of internal instructor activities of education administrative officials, the reliability and validity of the study were secured by discussing with dividing it into social justification and practical justification.

[How does it contribute to creating a just society?] The impact on schools and society was discussed. I discussed the need to pay more attention to prevent such an incident because the problem of school bullying can be deeply hurtful to an individual. Also I discussed the importance of reading books that cannot be overemphasized, and the need for career education to be carried out effectively. In addition, harassment in workplace such as verbal abuse is a factor that must be eradicated, and for everyone's peace and happiness, it was discussed that seniors should have hearts to help the juniors.

[How does it make change in practical practice?] Several measures were discussed to prevent education and training program of the training institute from becoming a tool to fill always-learning time. First, it is necessary to provide customized training for each position differentiating the training course and link it to promotion in order to improve the work ability of administrative officials. Second, There is a need for expanding training hours of basic education for new officials predestinators of appointment, organizing duty/major courses suitable for series of class, compiling of training textbooks that could be used after appointment, and education after appointment. Third, it is necessary to manage of instructors systematically so that internal instructors can do their part. Fourth, Above all else, it is necessary to introduce a professional instructor system in order to strengthen the capabilities of members of the organization by conveying accumulated expertise.

[The significance of research]
First, this study has significance, in academia which has few studies dealing with internal instructor activities of officials regardless of duty type, that the experience of internal instructor activities of education administrative officials has been studied.
Second, the significance of the study is that the experience of internal instructor activities of education administrative officials was studied in a narrative inquiry method.
Third, the significance of the study is that discovering that education administrative officials working as internal instructors were growing together by practicing of sharing their hard-studied work knowledge to others, and that they were developing their energy of life through lectures, which are tireless work.
Fourth, there is a significance of the study that it has provided implications to various training institutes of the Office of Education by discussing the differentiation of training courses, systematic management of internal instructors, and the introduction of a professional instructor system.
Fifth, the significance of the study is that it can contribute to the expansion of objects and methodology of study in order to study of educational administration.

[Suggestion]
First, it is hoped that this study will serve as a foundation, and study on internal instructors will be conducted also in other cities and provinces.
Second, I hope that a study will be conducted on the experience of person in charge who actually operates the curriculum at the training institutes of the Office of Education.
Third, it is hoped that this study will serve as a steppingstone and that qualitative research on educational administrators such as principals, school inspectors, and teachers will be actively conducted. The growth of educational administrators will soon lead to the growth of education, thereby also promoting the development of educational administration.

목차 (Table of Contents)

• I. 들어가며
• 1. 내러티브 탐구의 시작: 연구자의 내러티브 1
• 2. 연구의 필요성 및 목적 14
• 3. 연구 퍼즐 17
• Ⅱ. 연구의 배경이 되는 이론과 실제
• 1. 교육행정직 공무원에 대한 이해 18
• 가. 교육행정 개관 · 18
• 나. 교육행정직 공무원 19
• 2. 교육훈련 23
• 가. 공무원 교육훈련 23
• 나. 교육훈련의 전이 25
• 다. 교육훈련의 종류 및 운영 방법 · 26
• 라. 내부강사 28
• 3. 조직의 인적자원관리 · 29
• 가. 조직 · 29
• 나. 인적자원관리 31
• 다. 조직 동기 33
• 4. 선행연구 검토 · 34
• Ⅲ. 연구 방법
• 1. 내러티브 탐구 · 40
• 2. 연구참여자 · 42
• 가. 이덕무 45
• 나. 에디슨 46
• 다. 테레사 47
• 라. 돈키호테 48
• 3. 연구의 실행 및 절차 · 50
• 가. 현장 텍스트 수집 · 51
• 나. 현장 텍스트에서 연구 텍스트로 54
• 다. 연구 텍스트 작성하기 56
• 4. 윤리적 고려 57
• 5. 연구의 엄격성 · 57
• Ⅳ. 교육행정직 공무원의 내부강사 활동 경험 풀어쓰기
• 1. 이덕무의 내러티브 59
• 가. 살아온 이야기: 호기심 천국 60
• 나. 교행 이야기: 연구하는 교육행정가 64
• 다. 강의 이야기: 맞춤형 강사 · 71
• 라. 내일 이야기: 탐색가 87
• 2. 에디슨의 내러티브 89
• 가. 살아온 이야기: 현재 진행형 89
• 나. 교행 이야기: 행복한 교육행정가 · 94
• 다. 강의 이야기: 일신우일신(日新又日新)의 강사 · 100
• 라. 내일 이야기: 실천가 112
• 3. 테레사의 내러티브 114
• 가. 살아온 이야기: 진주조개 · 114
• 나. 교행 이야기: 완벽 추구형 교육행정가 · 120
• 다. 강의 이야기: 족집게 강사 128
• 라. 내일 이야기: 정인(正人) 142
• 4. 돈키호테의 내러티브 143
• 가. 살아온 이야기: 행복한 관종(關種) 143
• 나. 교행 이야기: 따뜻한 교육행정가 149
• 다. 강의 이야기: 즐거운 강사 155
• 라. 내일 이야기: 치유자 170
• Ⅴ. 교육행정직 공무원의 내부강사 활동 경험의 의미
• 1. 흔들리지 않고 피는 꽃이 어디 있으랴 172
• 2. 이원화된 조직에서 내 보람 내가 찾기 175
• 3. 견불현이내자성야(見不賢而內自省也) · 177
• 4. 직무강의는 곤이학지(困而學之)를 나누는 일 179
• 5. 선병자의(先病者醫)로 이루는 교학상장(敎學相長) 183
• 6. 요차불피(樂此不疲)로 키우는 삶의 힘 185
• 7. 일이되 일이 아닌 일, 강의 188
• 8. 영원한 비전문가 · 189
• 9. 누구를 위하여 종은 울리나 193
• Ⅵ. 나가며
• 1. 요약 196
• 2. 논의 202
• 가. 정의로운 사회를 만드는 데 어떤 기여를 하는가 · 202
• 나. 실제적인 실천에 어떤 변화를 가져올 수 있는가 · 209
• 3. 연구의 의의 및 제언 218
• 내러티브 탐구를 마치며 · 220
• 참고문헌 · 223
• Abstract 230
• 부록 · 239